School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Science Education for Secondary Students 2Unit Code
SCE4282Year
2016Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
The purpose of this unit is to develop in students the skills of preparation and presentation of various teaching strategies used in secondary science classrooms as well as techniques for assessing the learning outcomes from lessons. The unit is also intended to extend students' abilities to apply current learning theory to the effective development of science concepts.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Equivalent Rule
Unit was previously coded SCE2241
Learning Outcomes
On completion of this unit students should be able to:
- Analyse a set of curriculum offerings and describe a variety of assessment techniques relevant to the teaching of these materials.
- Demonstrate an appreciation of the need to plan class procedures which will allow for individual differences in students' learning style, cognitive and physical ability.
- Demonstrate an appreciation of the relationship between objectives and teaching procedures by making appropriate choice of techniques for given objectives.
- Demonstrate an appreciation of the use of computer technology in the delivery of effective science programmes.
- Demonstrate creativity by planning and implementing new approaches to the presentation of science curriculum materials.
- Describe different teacher and student roles for individualised science instruction.
- Identify procedures and instructional skills needed to successfully implement a variety of strategies for use in science classrooms.
- State and describe a variety of teaching strategies appropriate to the teaching of science.
- Use an understanding of theories of learning to justify procedures which will develop scientifically acceptable concept frameworks in school science.
Unit Content
- Devising a framework or lesson procedure designed to challenge and influence students' values towards Science and Technology in Society.
- Identification of the influences of society, of schools and of teachers, on the development of students' scientific attitudes and attitudes to science.
- Identification of the special needs of students whose understanding of science is very different from most students in the class. Planning organizational procedures which will allow for students' differences in learning style and ability.
- Students will also develop some understanding of the purposes and procedures of assessing student outcomes. Students will be guided in the design and implementation of effective assessment procedures and instruments.
- Students will examine the relationship between the objectives of a topic and the suggested activities in curriculum packages. Students should become more familiar with the content and structure of units by restructuring activities from EDWA Science Modules and other curriculum sources.
- The choice and implementation of a particular teaching strategy depends on the outcomes which it is expected to achieve. The learning activities which students experience in a particular class organisation will commonly determine these outcomes. Students will be required to prepare a typical school "lesson" and present part of it in a peer teaching demonstration. This will provide a basis for discussion of the purposes and implementation of learning experiences.
- The place and use of computers in science teaching will be examined.
Additional Learning Experience Information
Workshop style teaching and learning processes where lectures will interweave with demonstrations, group discussions, co-operative group work, practical activities, peer teaching and directed readings.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Programming Assignment | 60% |
| Report | Open-ended Science investigation Report | 40% |
Text References
- ^ Venville, G & Dawson,V.(Eds). (2012) The art of teaching science 2nd Ed Crows Nest,Sydney.Allen & Unwin
Journal References
- Science Education
- Journal of Research in Science Teaching
- International Journal of Science Education
- Teaching Science
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
SCE4282|1|1
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Science Education for Secondary Students 2Unit Code
SCE4282Year
2016Enrolment Period
2Version
2Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit will expand students' understanding of current principles and issues in teaching, learning and the assessment of secondary science and its links with technology. The purpose of this unit is to develop the skills of preparation and presentation of various active teaching strategies used in secondary science classrooms, as well as effective formative and summative techniques for assessing the learning outcomes from lessons. This unit will also help students become familiar with uses of information communication technologies to support learning in the 21st century secondary science classroom.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Prerequisite Rule
Students must pass 1 unit SCE4210
Equivalent Rule
Unit was previously coded SCE2241
Learning Outcomes
On completion of this unit students should be able to:
- Use an understanding of the rationale, and scope and sequence of the science learning area, as expressed in Australian contemporary curriculum documents, and apply this to the construction of lesson sequences.
- Demonstrate creativity in the implementation of a variety of active teaching and learning strategies appropriate to the delivery of inquiry-based science curriculum across Years 7-12.
- Analyse a set of contemporary curriculum offerings in order to create a range of valid and reliable assessment techniques relevant to the teaching of science.
- Implement a range of meaningful uses of information communication technology (ICT) in the delivery of effective science learning sequences.
- Use an understanding of current theories of learning to justify procedures which will develop scientifically acceptable concept frameworks in school science.
Unit Content
- The relationships between learning outcomes and teaching procedures: making appropriate choice of techniques for given learning outcomes.
- Planning teaching programs in secondary science as informed by current learning theory, with particular reference to cooperative learning strategies and student-centered ICTs.
- Resources to support the development of scientific literacy, eg. Information communication technology, science investigations, the school laboratory (technician), excursions (e.g. Perth Zoo), video, school library and other outreach activities.
- Assessment techniques in science subjects; diagnostic, formative and summative assessment; ensuring validity and reliability of test instruments; conducting practical tests; and monitoring student progress.
- Purposes and procedures of assessing student outcomes. Students will be guided in the evaluation and design of valid and reliable formative and summative assessment procedures and instruments.
- Creating meaningful digital educational resources for the science classroom.
Additional Learning Experience Information
Workshop style teaching and learning processes where lectures will interweave with demonstrations, group discussions, co-operative group work, practical activities, peer teaching and directed readings.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Programming Assignment | 60% |
| Report | Science Investigation | 40% |
Text References
- ^ Venville, G., & Dawson,V. (Eds). (2012). The art of teaching science: For middle and secondary school. (2nd ed.). Sydney, Australia: Allen & Unwin.
Journal References
- International Journal of Science Education
- Journal of Research in Science Teaching
- Science Education
- Teaching Science
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
SCE4282|2|2
